Innerbeauty vs Outer beauty Essay

It is natural that God made some people naturally beautiful than others in face, color, body and in physical appearance but this is only the outer beauty that can attract anyone by its features while Inner beauty is some thing inside a person or a body, most of the times it does not show up but it exists in person’s heart and soul. Its something inside a person. For most people, outer beauty is easily created by means of a temporary camouflage of creams, scents, ointments, styles, and various kinds of outer wrappings. And although each one of us is entitled to look and feel as attractive as we choose, it is important to also understand that Outer Beauty, by itself, is only one minuscule aspect of our Divine Nature. If we rely upon Outer Beauty alone when we present ourselves to others, this amount do nothing more than creating a false and temporary illusion of who we truly are. The true beauty of a person is not in the face, it is the light in the heart. â€Å"True beauty shi nes through, for the wise can see through the superficiality of perfect skin, or hidebound social judgments.† Inner beauty for a person is to know their strengths and live with them. Confidence is a natural consequence. But it is also inspiringto see the beauty in life itself. Outer beauty is something one is born with, while innerbeauty is a gift to one’s self. We may not be able to ‘see’ inner beauty in a person, but wecan definitely ‘feel’ it. A person with an inner beauty always touches people aroundthem. I nner strength is reflected in this inner beauty which comes from unconditional faith in god, courage of conviction, positive attitude and a spirit that refuses to get flattened out by the ups and downs of life. What you are when you are just being yourself, that is inner beauty. It is reflected in how one talks to members of your family or your domestic help. It is your concern for people, your understanding of them, and your sensitivity to their feelings. A person who comes close to embodying these qualities is the one who is really beautiful. One should constantly try to be a ‘beautiful’ person, reinventing one’s self through life’s manifold experiences. Where as if you rely upon the appearance of Outer Beauty alone in their interpersonal relationships, usually have very little, if anything else, to bring into their relationships. And once their  temporary and fleeting illusion of Outer Beauty finally vanishes, their unfulfilled and limited true character is all that they have left. Inner Beauty is an Untarnishable and permanent truth. It is the purest expression of beauty that the soul has to offer. While Outer Beauty is but a temporary and fleeting illusion, Outer Beauty can be used to gain instant and temporary gratification in the physical realm, Inner Beauty is Spiritual Magic which enables the person who possesses it to enjoy permanent contentment in all realms: physical, mental, and spiritual. Inner Beauty is a warm and hypnotic â€Å"glow† which radiates from a magical ember that burns deep within the person who possesses it. Inner Beauty is a Divine Essence which cannot be manufactured. And, it is amazing how Inner Beauty can make an â€Å"average looking† person radiate with a magnetic glow and a heart-stopping presence. It is a permanent Quality which makes this individual interesting, desirable, trustworthy, and welcome. Conclusion Then we come to the conclusion â€Å"what’s beautiful? To be yourself-deeply and totally- is the essential. Not to disfigure yourself in the name of ‘beauty’ because everyone else is doing so. How can you know who you are, if you look like everyone else? Inner beauty implies that is just not outward beauty, but a kind of aura- call it spiritual or otherwise- that you have that affects you and people around you. And eventually, if you love yourself truly, you will look beautiful. What you are on the inside reflects on the outside.

Aurora Borealis Essay

The Aurora Borealis is a beautiful display of lights created by nature that appear in the night sky. â€Å"Aurora Borealis†, the Latin name of the aurora of the northern hemisphere, means the red dawn of the north. The name comes from the famous Italian scientist Galileo Galilei who, among other things, studied the lights around the year 1600. In Rome, were Galileo was living, the red color dominates, but the most common color is actually greenish-yellow, which I will cover later in the presentation. The Vikings in the year 700-1000 called it simply â€Å"northern lights,† and in early England they called it â€Å"The Merry Dancers† referring to the way the aurora moves. Originating in the atmosphere high above the surface of the earth, the northern lights can be seen during dark hours in the polar regions of the northern hemisphere. There are similar lights that appear in the southern hemisphere. The southern lights and northern lights are identical phenomenons. When you have a northern lights display, you will also have an equally large southern lights display. The only reason we don’t hear about southern lights much is that there aren’t much settlements in Antarctica. Southern lights occur around the geomagnetic South Pole. The scientific name for southern lights is Aurora Australis. The amazing occurrence of the aurora actually starts high above the earth’s atmosphere. The sun emits a continuous stream of ionized gas during its solar flares. This gas consists of electrons, protons and helium nuclei. The stream of gasses leaving the sun is known as the solar wind. As the solar wind approaches Earth, the particles are influenced by the Earth’s magnetic field and are guided toward oval zones around the magnetic poles. The solar wind particles then collide with air molecules in the upper atmosphere. The collisions impart energy to air molecules, primarily oxygen and nitrogen, and cause them to emit light, called the aurora. The display of lights occurs only above altitudes of 80 kilometers and occasionally above 500 kilometers. The average altitude is between 110 and  200 kilometers. Due to the nature of our magnetic field, the aurora can only been seen in certain parts of the sky. The northern lights exist in an oval shaped area called the aurora oval, and this oval rotates with its center in the geomagnetic north pole. The size of this oval varies on an hourly basis with the amount of incoming solar particles. The best observation sites of the aurora borealis are underneath the oval where there is the most geomagnetic activity. Geomagnetic energy is measured in Kp index, which is a scale from 0 to 9. A high Kp indicates a higher chance of auroral activity. One usually needs a Kp of around 3 to be capable to witness an aurora. The oval usually occurs over northern parts of the Nordic countries, including all of Greenland and Svalbard, northern parts of Alaska, Canada and Russia. Here one may observe northern lights 90% of the time, which is almost every clear dark night. Though auroras occur all day, the day-side aurora has much weaker light than the night-side auroras. Strong daylight also outshines the day-side aurora, so you will have to observe the aurora during night- usually in the hours around midnight. Further down south observation time decreases rapidly as one reaches the outskirts of the aurora oval. Though the oval usually stays high in the Northern Hemisphere it does have capabilities to reach parts of the southern United States. On November 6th, 2001, it reached down to Texas, and once every 200th year it goes all the way down to the equator. After years of recording the aurora, one has discovered that February, March and October enjoys a little bit more â€Å"aurora time† than other months, although this doesn’t mean spectacular displays won’t occur during other months. Auroras are more frequent late autumn and early spring. Brilliant auroras often occur at 27-day intervals as active areas on the Sun’s surface face Earth during its 27-day rotation cycle. Also, the sun has an eleven year sun spot cycle. Every eleventh year the number of spots peak and the number of solar particles thrown out into space increases dramatically. Aurora activity remains high one to two years after this event, which is called Solar Maximum. We had solar maximum around new year, 2001, and the next is expected to occur around 2011 or 2012. These lights come in a variation of colors. The Sun radiates all visible  colors, which is why sunlight appears white. The spectrum of visible light associated with the aurora is much narrower. The aurora is caused by particles of the solar wind colliding with atmospheric atoms and ions. The atmosphere consists mainly of nitrogen and oxygen, which when hit, emits characteristic colors. The colors that these gasses emit are green, red, bluish, and yellow. There are also seven differentiations in the shape that the auroras will take: Homogeneous arc, arc with ray structure, homogeneous band, band with ray structure, curtains, rays, and corona. These different shapes and colors form one of the earths greatest phenomenon’s that to this day continue to boggle the mind of scientists and everyday society. In the early 20th century, auroral research focused on light emission, altitude, distribution and color. Today, scientists strive to understand the processes that produce the various forms of the northern lights and attempt to explain their changes in time and space. Scientists are especially interested in the effects of solar activity on the Earth’s near-space. General interest in possible global climatic change has increased in recent decades. Because atmospheric conditions in the altitudes of the aurora appear to have a long-term effect on weather, auroral research has received heightened attention.

Difference of Drama and Prose fiction

Often times, drama has been confused with prose fiction by several people. As a student of literature, I have seen so many people confuse the two together. Sometimes they say; â€Å"it’s all the same†. The question is this true? If not, what are the differences between them? These are the question that I will attempt to answer in this essay. For the purpose of clarity and precision, It will suffice to make an overview at what literature itself is.Literature can be seen as the collection of written works of a specific language, at a particular time, in a given culture which might be imaginative or creative in nature and is usually of specific artistic worth. Every society has its own literature but they are in different levels. Some are advanced while some are not. The basic genres of literature are drama, poetry, prose but in this essay, restriction will be on drama and prose fiction. Drama as a genre of literature is the detailed style of fiction characterized by acts. The etymology is from a Greek work which means â€Å"action† or â€Å"to do†.On the other hand, prose fiction is also a genre of literature that deals with writings that differ in meter and rhyme to poetry. It is a form of writing that has a lot of similarity to our everyday speech. The question here is what differentiates these two genres of literature? How can we separate both when we see them? The answers to these questions are enumerated below in the following paragraphs. The first difference between drama and literature likes in the fact that drama is meant for a live performance which is directed at a live audience.This is better portrayed in some words associated with drama such as words like play and show. On the other hand, a prose fiction is directed by the author to a single person at a time- the person reading the work. Another difference is that drama communicates in the present while prose does not. Also, in drama, the personality of the playwright is mo stly hidden in the sense that there are several characters in the work while in the case of prose fiction, the author selects the character and therefore, this personality might reflect in his work.Furthermore, in drama the actor impersonates a role while in prose fiction the character imitates the person. In the case of drama, the entire thing the playwright has in presenting the story is the dialogue while in prose fiction the dialogue is imitated language that does not carry the plot forward. Another difference in drama and prose fiction lies in the fact that in drama, in order to make the audience understand the play better, gestures are used. On the other hand, in the case of prose fiction, what the author manipulates the text in order for the reader to better understand the work.In addition, in drama, the audience decides what mode they will be although the dramatists have an influence over the mode but they can not alter the mode. In prose fiction, the author decides the mode , setting, the character and what he wants the reader to know. Summarily, it should be noted that although these two genres of literature have sharp differences, they both come from the same family and they both serve as means of entertainment and means of communication.

Chapter 11 & 12 Review Questions and Bank of America CRM System Assignment

Chapter 11 & 12 Review Questions and Bank of America CRM System - Assignment Example The third motivation is the need for integration of all processes of a business in order to create value to stakeholders and customers. Another motivation is the need to save costs incurred in products or services provision processes. Also, it is extremely significant to offer goods and services of high quality to esteemed customers. Therefore, the motivation for quality assurance drives an organization to adopt a good supply chain management system. Besides, every company aims at satisfying the desires of its customers. It is this motivation for customer satisfaction that encourages an organization to take initiatives for managing the various components of supply chain and logistics (Lambert, D. M., & Supply Chain Management Institute.2008). Supply chain management can be said to be the process of managing storage and movement of raw materials, assemblies, work-in-progress inventory and the finished products from a set of the point of origin to the last point of consumption. The supply chain management entails the suppliers sourcing, procurement, inventory management, product production management, warehousing, distribution and customer relationship management. It is also composed of the whole logistics systems. That is inbound logistics, outbound logistics, transportation, distribution, warehousing of goods to the final consumers. Supply chain management can be depicted as the process of planning, designing, executing, controlling and monitoring the activities of supply chain with the aim of creating value, leveraging worldwide logistics, establishing a competitive infrastructure, measuring global performance and synchronizing demand with supply. The supply chain management uses the supply chain management software to integrate and monitor its various activities. There two major types of supply chain management software are execution applications and planning applications. Planning

Economi politic Term Paper Example | Topics and Well Written Essays - 1500 words

Economi politic - Term Paper Example Media freedom is deemed as a critical aspect in the development of developing democracies in the wake of social awareness and reforms. Indonesia has received a fair share of mass media revolutions that dates back to its rich history of authoritarian rule to the current state. This paper seeks to explore the development of mass media since independence focusing on the factors that promote media freedoms to encourage democratic growth. For one to understand the extent of mass media freedom in the present day, it is important to examine the history of media broadcast since Indonesia gained its independence. The relationship between the government and the media in Indonesia can be described as axiomatic with the media being on the receiving end. The media in Indonesia has always been at the heart of major transitions in the political arena. After independence, the media became organs for various political parties and their agenda, which saw an increased political biasness among media ins titutions. As such, the media were illustrated as pawns controlled by the political parties since they picked sides. A journalistic agency was established to remedy the media involvement in the prevailing politics and instil professionalism among the stakeholders. Although the gesture was noble, nothing much was achieved and consequently, most newspapers were easily described as political mouthpieces in the 1950s.1 Notably, President Sukarno abandoned liberal democracy to adopt a guided system that sought to influence the media and direct their activities. In its regulations, the regime alienated the opposition and propagated its political manifesto through the media. The year 1965 saw the ascent of General Suharto to power with the seizure of the only legal radio and television station in Indonesia. His government enforced stricter regulations that monitored and controlled the press and their organisation through the department of information. The government demanded mandatory memb ership to the PWI thus crushing the remains of press freedom at the time. Newspaper editors and journalists would receive threats after publishing investigative articles against the government or the Suharto’s family. In addition, bribery was a common occurrence for individuals seeking favourable article publications to boost their image. The threats and corruption served to impede press freedom, integrity as well as the quality of information disseminated.2 Some journalists stood their ground and formed a new organisation, which sought a difference from their government-controlled counterparts. This followed the closure and revocation of licenses of major publications by the government after they published articles criticising the government. The new organisation had not political affiliations whatsoever and focussed on freedom of the press an aspect that did not go down well with the government. Consequently, members of the new organisation faced arrests, discriminations, a nd victimisation for their work. Protesters and demonstrators derived from various non-governmental organisations and the society demanded reforms after the publication of provoking articles. The collapse of the oppressive regime marked the introduction of reforms that have allowed significant strides in media freedom. Presently, press freedom in Indonesia is considered as the most vibrant

Destructive Leadership in the Military - Chapter 3 Dissertation

Destructive Leadership in the Military - Chapter 3 - Dissertation Example A valid informed consent is also a requirement by federal regulation, which identifies the eight basic disclosure elements. According to the National Archives and Records Administration (2012), a statement of the contents of the research, its purpose, the expected length of participation, was clearly explained to the potential participants. The informed consent will be given to participants prior to the start of the research. The informed consent will concentrate on the ethical and legal framework of the research. First, a brief will be conducted with the participants to provide essential information about the research. The participants will be provided an opportunity to ask questions which will be answered correctly and broadly. When all participants are thoroughly briefed and have a clear understanding of the study, they will each receive a copy of the informed consent to sign as evidence. A copy of the form will be retained by the researcher, and the other copy given to the respon dent. If any new information arises as the research progress, the participants will be informed The respondents will also be made aware they can withdraw from the research any time before the final dissertation is written. By providing substantial background information, and enumerating the rights of the participants, voluntary, and signed consent of the participants will be obtained. ... Confidentiality The confidentiality of the participants will be of paramount importance, especially in the current case in which the respondents are active members of the Marine Corps and may be working under the very senior enlisted Marines about whom they have provided the information. The following measures will be taken to ensure the protection of respondents. First, the research will ensure that respondents’ names and any other identifying characteristics will not be mentioned in the dissertation, and the collected data will be used only for developing the research analysis. Furthermore, interviews and interviewees will be identified by a generic code and all information that relates to the interviewee will be kept in a secure location for a three-year period from the completion of the study, after which all information and data will be destroyed. A code will be given to all participants who have signed the informed consent. Each participant will be given a code, example (MIL 001) for the first participant up to (MIL 00n) for the nth participant. The participants will be required to identify themselves using the assigned code for every interview or questionnaire administered to them. Once the data collection process begins, participants will not be addressed by name, but by their assigned code, which they will receive prior to the interview process. The participants will not write their names on the interview or questionnaires, and any data that contain the participant’s name will be invalid and destroyed immediately. The confidentiality of the participants is the respondents are active members of the Marine Corps and may be working under the senior enlisted Marine whom they have provided the informationof great importance because it protects them from

Smoking Ban Case Study Example | Topics and Well Written Essays - 500 words

Smoking Ban - Case Study Example If these laws are in acted, the majority of the society or the 80% of the adults who do not smoke will benefit as their exposure to cigarette smoke and its harmful effects will be reduced. 2. A state should have the moral as well as the legal right to decide about the areas where smokers can smoke. This is because the state has a duty of care towards its citizens. According to the ethical theory of care an individual should make decisions while taking into consideration the people they are supposed to care about (Iep.utm.edu, 2014). The state and its representative have taken oath to make rules and regulations in order to protect its citizens and thus they have a duty of care to protect the citizens. Based on these principles, the state should implement such laws in order to protect its citizens from the harmful effects of cigarette smoking. 3. One alternative to a total smoking ban as discussed in the case is the allocation of a separate area to the smokers so they can smoke without disturbing or risking the health of others. Organizations such as restaurants and bars can develop a separate area for those smokers who want to smoke and for those who do not smoke. Secondly, a total ban on smoking in enclosed areas and allowance of smoking in open areas can even be a useful option. 4. There are various steps that the law has dictated that can be taken by an organization to demotivate employees from smoking within the premises of the organization. These steps include the exhibition of signs on the entrance of the organization that state that on premises smoking is not allowed. Secondly, signs should even be placed on the door of the areas where smoking is permitted. These guidelines have been clearly stipulated in the laws of the California Indoor Clean Air Act that was enacted during the period of 1976 (Smoking.uslegal.com, 2014). 5. Cigarette smoking should not be banned completely or cigarette smoking should not be considered as an illegal act.

Aristotle, Mill, Kant Essay Example | Topics and Well Written Essays - 250 words

Aristotle, Mill, Kant - Essay Example morals, Utility, or the Greatest Happiness Principle, holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness (Sharman, 2005)." Ideally, Mill’s concept of morality ultimately associates virtue with happiness. He believes that we first learn virtuous actions by linking them to pleasurable things. Mill’s supremacy of morality was founded on the basis of advocating for fairness in the legislation of Britain. Kant’s supreme moral principle states: "Act only on a maxim that you can will to be a universal law (Kant, 1964)." To put it simply, Kant believes that each one should act as if his actions are ultimately contributing to the universal law. He therefore approaches morality from the common sense approach. He believes that a god will is ultimately good. Kant (1964) believes that morality is the process of doing what the society generally permits as acceptable. Morality involves making rationalizations in order to end up with a decision on what is the right thing to do when in a dilemma situation. However, the rationalization must always be consistent with the moral law and in addition to that; it must also be done only for a moral

Budgeting Essay Example | Topics and Well Written Essays - 2500 words

Budgeting - Essay Example Initially, traditional budgeting acted as the only alternative for budgeting. But, in the recent phenomenon, budgeting has come up with several alternatives. It can be affirmed in this regard that traditional budgeting is often criticized as sufficient enough to support global companies in attaining their desired targets. In this regard, several budgeting processes, with new innovative ideas and broader perspectives, have been developed in order to deal with the changing business scenario (Finkler & et. al., 2008). With this concern, this paper intends to explain the problems along with the weaknesses of traditional budgeting and identifying possible strategies to overcome those problems or weaknesses. Moreover, the discussion in this paper would also emphasize the benefits that an organization can anticipate while making changes in the traditional budgeting procedure, applying the concept of ‘Beyond Budgeting’. A Brief Overview of Budgeting Budgeting is regarded as a pr ocess of making a financial plan, wherein efforts are made by the accountants or the business owners to meet the strategic goals of the organization facing minimum or no hindrances in terms of financial resource scarcity or misuse of financial resources. ... It has often been praised as a strategic tool that can broadly enhance the interrelation between the units and the departments to work together efficiently, which in turn reduces the chances of failure in sharing critical information. Budgeting process acts as a motivational aspect that again helps the managers as well as the employees to work more productively making better use of the resources available. It can be apparently viewed that most of the companies follow previous year budget plan in order to acquire a brief idea about how well they had performed and forecast a plan to overcome deficiencies in the upcoming future. This further advocates that the budgeting process needs to be formalized and quantified (Fontinelle, 2013). Failure in making proper budgeting will eventually lead towards the wastage of organizations’ scarce resources, time and manpower among others. The goals that are set by the budgeting process should therefore be realistic and idealistic in nature, t o assure greater benefits of the budget planning (Donovan, 2005). In this regard, several large scale companies may hire accountants or other professionals in order to outline the business budget, while in relation to the case of small companies, it is the owners or the officials belonging to the top management team, who are responsible for preparing budget plans (Donovan, 2005; Wallander, 1999). Problems and Weaknesses of Traditional Budgeting Cautiously planned approaches and continuous reviews of finances are few of the key concerns required to be followed in order to run a business. Budgeting, along with forecasting of financial statements, as included in the paradigm of accounting, play an imperative role in managing financial information in accordance with the

BUSINESS & GOVERNMENT Article Example | Topics and Well Written Essays - 1000 words

BUSINESS & GOVERNMENT - Article Example Further, the managers at Wal-Mart would work closely with the government to ensure that incentives offered are utilized for the growth of the company. Government is working hard to put in place long term measures that will save businesses such as Wal-Mart in case of an economic meltdown. For instance, introduction of greater ties between the interests of business and society influenced operation of Wal-Mart in terms of designing its products and services for its customers. The new regulations that the government has put place aim to promote desired behavior by preventing the company from exploiting customers. For example, Wal-Mart Company had to ask its suppliers to report about its sustainability programs by asking them to report on their environmental concerns such emission of greenhouse gases. In addition, Wal-Mart is offering funding for the development of the second party consortium, which aims to give information about the environmental footprint of its products. Other public c oncerns such as creation of environmental friendly products, workplace education, and training influence how Wal-Mart operates. As Wal-Mart aims to expand outside the US, government is decreasing control across national borders which implies that it is easy to circumvent tough business regulations at home while at the same time getting more friendly rules overseas where the company will be able to make profits (Reich, 2009). The move by the government to be less involved in the operation of businesses has created a close working relationship between government and businesses. For instance, Wal-Mart is opening supercenters and small shopping centers across the US to reach all customers. More so, this has enabled it to venture into other businesses such as banking, travel services, internet services and used cars. Reich (2009), states that, the government is coaxing its operations but not regulating it, which in turn has made the company successful. If the government engaged in regula ting behavior, it would have blocked innovation at Wal-Mart but the introduction of coaxing measures has encouraged its innovation and expansion in US and other parts of the world. Furthermore, the government has allowed Wal-Mart to decide how to achieve its desired outcomes. For example, rather than force the company to offer specific employee benefits, Wal-Mart has been allowed to offer a minimum amount per employee into a common fund accessible to those who do not get such benefits. Wal-Mart managers engage with the government as opposed to shielding it from participating in its activities. In this manner, it is of great benefit because the system is efficient and affordable whereby both parties benefit. For any business to succeed, managers need to devote attention to public concerns and try to come up with solutions before those concerns develop into political action. For instance, it is important for Wal-Mart to convince its customers that they will produce quality goods at lo w prices. Wal-Mart has been vulnerable to attacks regarding ethical issues. In this purview, they have been accused of providing low pay and poor working conditions to workers. Environmental issues also threaten Wal-Mart’s success. This is against government demands, which requires that all businesses must be responsible for the activities. Further, they have to develop public trust to enable the business thrive. Managing the extended enterprise Corporate social responsibility is the ability of a company to conduct its business

Health Care Roles in Communication Essay Example for Free

Health Care Roles in Communication Essay Elisabeth Kubler-Ross once said, â€Å"We have to ask ourselves whether medicine is to remain a humanitarian and respected profession or a new but depersonalized science in the service of prolonging life rather than diminishing human suffering.† In the health care field there are many roles that balance each other. Whether it is the doctor, patient, or medical assistant all play a vital role in the care of others. The purpose of this paper is to compare the differences in communication between the different roles in the hospital. This paper will also be providing an appropriate solution for the scenario provided. The scenario provided is about a young Asian girl named Lena. She was taken to the emergency room by her friend Susie after she fainted in class. Raised in a culture, which has made Lena independent, She verbally attacks her friend yelling about how she is not weak. When she tries to leave, Susie retrieves the medical assistant. The medical assistant restrains Lena and is then sent away by the doctor. The doctor tries to reason with Lena and explain why she is there, but gets no response from her. Finally, the doctor leaves to care for other patients. For this scenario I will be examining the role of the doctor first. From the perspective of the doctor, Lena is very stubborn. This doctor has to see dozens of patients a day and does not have time to argue with one patient who does not want to be there. A doctors time is precious, especially in the emergency room. Although the doctor sees many cases which are easy, such as a runny nose or a broken finger, there are many emergencies that require immediate attention. If there was a call for a doctor to assist in a patient from a major auto accident , this doctor may choose to put a fainting girl on the sideline to assist with the trauma. On the other hand, the doctor should still attempt to treat the patient to the best of his or her abilities in the short time allowed. There are other ways to gain  information regarding Lenas situation, which will be discussed later. The medical assistant was the first medical professional to confront Lena after she woke up. From the tone of voice portrayed in the scenario, the medical assistant wanted to help the patient. The assistant rushed to the patients side, knowing she was very sick and needed medical attention. Unfortunately, Lena could not be reasoned with between the time the medical assistant arrived and the time the doctor walked in. The medical assistant was not given enough time to calm the patient or explain the situation. Susie seems concerned for her best friends health and safety. Even though Susie knows her friend has an independent attitude, there has to be a reason she brought Lena to the emergency room. Unless Lena had been sick for a while or had fainted before, there would be no cause for Susie to rush her to the hospital. Susie also shows her concern for Lena by rushing to get the attention of the medical assistant when Lena tries to leave. Susie must believe that Lenas health is important enough to bring her to a place where she can get the medical help she needs to get better. Finally, there is Lena, the patient. Lena was brought up to be independent and strong. Many residents raised in Southeast Asia that find it hard to conform to western medicine. Even though Lena has lived in the United States for 10 years, which means she has spent the majority of life around the medicinal practices of her parents and her culture. As an example, if Lena is from Vietnam her knowledge of medicine would be vastly different (Schultz, 1980). In most areas of Vietnam, residents and medical practitioners steer away from prescription medicine and favor herbs instead. Eastern medicine relies heavily on the spiritual element in the human body as much as western medicine relies on the chemical makeup (Vietnam National Administration Of Tourism, 2010). If Lena was used to Vietnamese eastern medicine her reaction to being in the hospital is not surprising. Her idea of medicine may come in the form of a root instead of a bottle. Within the scenario are many complications with the communication between individuals. First, there is the confrontation between Lena and Susie. Lena  instantly blames Susie for taking her to the hospital. While Susie is her best friend and is the one sitting in the room with her, it may not have been Susies choice to send Lena to the emergency room. Because Lena fainted in class, it would be the responsibility of her instructor to make sure she was taken care of. The instructors reaction may have been to call the paramedics to make sure the student received proper medical attention. There would have been nothing Susie could have said to prevent the paramedics and medical professionals from making the decision to take Lena to see a doctor. Once at the hospital, Susie could have worked to calm her friend down before rushing to find the medical assistant to restrain her. She could have also provided some insight, to the doctor, regarding Lenas recent medical problems leading to the fainting. This may have softened the doctors approach to Lenas silence. While the medical professional was doing her job by keeping the patient in the hospital, extra empathy should have been given. The initial approach was rough and direct. Each patient should be given the same consideration regardless of the circumstances. Instead of verbally attacking Lena, the medical assistant should have approached Lena in a different manner. Being too direct will put the patient in a defensive position rather than a position to listen. When the medical assistant states she doesnt have time to deal with Lena, it lowers the value of the patients worth as someone who needs care. It is like saying the person with a bloody nose should take priority over someone who has fainted and may have a serious underlying condition. Admonishing a patient and telling them they are sick is worthless. Lena knows she is sick. She just wants to prove she can cure herself without the interference of doctors. Had the medical assistant shown more empathy and expressed her understanding of Lenas situation it may have diffused the angry encounter. Many communication conflicts with the doctor in regard to everyone else in the room. First is the treatment of the medical assistant by the doctor. From the scenario we can see that the doctor was close behind the assistant as she came through the door. The medical assistant did not have enough time to do her job before the doctor told her to leave the room. Had the doctor  allowed the medical assistant to stay in the room it may have had a positive effect on the patient. If the doctor is a male, Lena may have felt uncomfortable around him and the presence of a female assistant may ease the worry. The doctor could have gained immeasurable information about Lenas condition from Susie. Had the doctor questioned the best friend it could have revealed how long this had been going on and what other symptoms Lena had been exhibiting. Instead the doctor completely ignores Susie and turns attention to Lena. When the doctor tells Lena what is going on he does not pay attention to how, she is reacting, only that she is not answering the questions. The doctor makes the assumption that Lena is quite on purpose and leaves to go treat other patients. In the scenario are a few key points that the doctor missed and misinterpreted. Just like with the medical assistant, more care should have been given to calming Lena down instead of becoming defensive. By being understanding, the doctor would have caught the signs of something more serious going on with Lenas health. The blank look on her face may not have given much away, depending on her age. Many people who look blank or vacant when someone is telling him or her about a topic they know little about. However, her eyes may have helped the doctor realize something serious was happening. A blank look may mean nothing, but a glassy eyed stare could mean something. Lena had started to sweat profusely. Most hospitals keep the complex cooler than normal to help stave off nausea and fever in most patients. The sweating, blank stare, and non-responsiveness could have signaled the doctor there was something worse than just fainting in Lenas condition. With just the few symptoms exhibited in the scenario, Lena could be suffering anything from heat exhaustion to a deadly pulmonary embolism (WebMD, LLC, 2010). Last, there is the patient, Lena. Her lack of communication is born from family traditions that go back hundreds of years. Even so, Lena has lived in the United States for 10 years. It would be impossible for her to live in this country and go to school here without seeing a western medicine doctor. She could be used to smaller clinics; however, her reaction to the emergency room is unwarranted. The scenario made it seem as if Lena did not want to  talk to the doctor because she resented being in the hospital. Her outburst upon waking, and her non-responsiveness to the doctor, may have been a part of her illness. She might not have been aware of where she was by the time the doctor was through explaining her condition. An appropriate solution for the situation should be patience and empathy. The medical assistant and the doctor should have been more understanding toward the patient. There should have been compassion toward a young girl who was upset and confused. More attention to detail was needed by the doctor. Susie should have spoken up when Lena could not. Her information could help her friend from getting worse. Lena, having lived in the United States for 10 years, should have been willing to hear what the doctor had found before making the decision to leave. I have been in the customer service field for 13 years. From Banking, to telecommunication, to healthcare, the only factor that changes is the service provided. There will always be someone else who needs the attention of the representative. The key to communicating to a customer is empathy. Allowing a person to realize you understand their situation and showing a willingness to help, makes the difference. When you have a patient who is screaming and upset, you cannot take it personally. They are hurt, confused, and afraid. A caregiver cannot treat patients the same if they take everything personally. Lena was not yelling because she hated the assistant or the doctor. She was yelling because she did not think she was as sick as the doctor did. Both the doctor and the assistant treated Lena as if she were wasting their time, instead of looking at the situation rationally. In conclusion, communication all comes down to how a person handles customer service. Each role in this scenario is a tough one to have. First, the patient, who is full of fear and has been raised to think differently. Next, the best friend, who is afraid of losing her friend to illness but is too scared to speak up. Third, the assistant, who has many other patients to see. Last, the doctor, who is skilled in what he does, but fails to see the obvious signs of something worse. All of these roles are true, from day to day. They are in every hospital, clinic, and emergency room. There should be  more classes within medical schooling that teach caregivers how to show empathy and understanding to their patients. There should also be continuing education for all caregivers to refresh what they have been taught. References WebMD, LLC. (2010). WebMD Symptom Checker. Retrieved from http://symptoms.webmd.com/symptomchecker Vietnam National Administration Of Tourism. (2010). Vietnam Traditional Medicine. Retrieved from http://www.vietvisiontravel.com/vietnam/travel-guide/Traditional_medicine/ Schultz, S. L. (1980, August). Southeast Asian Health Beliefs and Practices. Education Resources Information Center

Language and vocabulary Essay Example for Free

Language and vocabulary Essay Language can be defined as a means of communication through spoken sounds, written symbols, or hand and body gestures. Subject to this simple definition language is neither human nor animal exclusive, meaning that all living creatures use some form of language to communicate. Humans have created the most advanced system of language. Human language has advanced to include listening, speaking, reading, writing, viewing and visual representation. These components are known as the six language arts and while they are individual components they are as well interdependent. What you learn about one affects what and how you learn about the others. Listening is the foundation for speaking, reading and writing. Listening is how we interpret sounds that we hear and what those sounds mean. In the beginning listening is merely receptive. Our brain receives sounds and begins to catalog those sounds. Listening is both an auditory and a visual skill and begins at birth. Children of normal hearing begin by creating mimicking sounds those sounds then become words. Visual listening is often most specifically noted in young children with a hearing impairment and is referred to as sign language. Sign language is not just for the hearing impaired. Parents/caregivers use hand gestures to increase the meaning of a word or to add value or impact to a word. An example of this is seen when a mother shakes her head or finger at a child as she says â€Å"no†. In the classroom children will generally begin a regular routine of listening. Students learn by example and repetition. Teachers explain what is needed, demonstrate the desired task or skill, and repeat. Students will gain good listening skills as they learn their class routine, listen to stories and instruction. Students gain an understanding of the task, and interpret what they have heard. As an understanding has been obtained they evaluate for an appropriate response. Speaking or the act of making a meaningful word comes later than does listening. Speaking is commonly referred to as an expressive skill and must be learned. A child begins to form words somewhere between ten and eighteen months of age. The first word of a child is often momma or dada. The child repeats the sounds or utterances heard from the adults around him. Speech does not actually occur until the spoken word is deliberate and meant to communicate. By the time a child reaches  kindergarten he has likely gained a 2000 – 3000 word vocabulary. While this number may seem excessive Dr. Mary E. Dahlgren states that a beginning kindergartener should have a 6000 word vocabulary for optimum grade and class performance (Dahlgren, 2008). In the classroom a student’s vocabulary size was an effective predictor of reading comprehension. Children with a restricted or limited vocabulary also had declining comprehension scores in the third grade. The elementary teacher can promote speaking by allowing the student the opportunity to speak and by listening to the student completely. Discussing a recently read book, or open discussions are ways in which a teacher can aid a student’s speech development. Reading is the interpretation of written symbols and involves the visual perception of those symbols. Reading connects the meaning of symbols with the words that has been spoken or heard. Kindergarten students build reading skills as they progress from letter recognition to early phonics. They begin to learn the beginning and ending sounds of common or high frequency words. As their vocabulary increases students begin to use words in context. In the classroom reading should be encouraged, should be intentional, and should be fun. Students who learn to read well achieve more and enjoy the learning process more fully. Active readers make for active listeners and intentional speakers and this is when comprehension of the text is experienced. During early reading development children learn by lessons designed around phonemic awareness. Usually this can be seen as student interaction with rhyming games, sing-a-longs, and listening games. As these games become familiar the teacher will integrate visual aids such as letter cards, word flash cards, independent reading time, and writing assignments. All of these early reading techniques aid in the development of early reading skills. Writing like speaking is expressive. This is where the students begin to place their own thoughts into print. This is the most magical of all six language arts experiences. Writing incorporates prior knowledge of reading, speaking and listening. Children begin to exhibit early writing as they experiment with crayons, chalk, and markers. They make scribbles and later form letter-like forms as toddlers. As the child is building his early listening and reading skill they are as well building the early writing skills through pre-phonemic spelling and copying techniques. Some children utilize invented spelling and finally conventional spelling techniques. Writing as it evolves  over time allows for communication on a broad level through time and space that may not have been possible otherwise. In the classroom writing is a means to relay a lesson, message, or concept. Students should be encouraged to write or draw in the best way they know how to. Students should be comfortable making mistakes as this leads to new discoveries and personal satisfaction. Viewing is an important component of literacy and language development. Viewing is extremely broad and is not limited to children’s books. In fact viewing should be stated as any visual content including TV, print ads, multi-media, and even computer software. Students must learn how to comprehend and integrate visual knowledge in the same way that they must learn to comprehend written, spoken, heard and read information (Roe Ross, 2013). As students begin to build on their foundation skills in reading and writing, they are also beginning to use critical thinking skills. This is where children begin to understand that people view things differently. It is important that students learn how to gain important and relevant content from what they see. Students learn to comprehend the message, evaluate the message, and determine the validity of the message. This is an on-going process that follows from infancy through adulthood. Students in the classroom should be taught how to use specific comprehension strategies and to critically analyze the content in everything that they view. Visually Representing is a way of communicating through visual images. It was common practice for the art teacher to have us cut up a magazine and to create a collage of our favorite things. We never thought of this as visual representation, it was just art class. In fact while not always part of the language arts standards it has been used and in practice for many years. In the classroom we make dioramas, models, graphs and maps all of which are visual representations of an idea or concept. Visual representation requires a unique set of strategies such as organization, data collection, and audience identification in order to convey a message. It appears to be impossible at this point to separate the six components of language arts thus far; as one builds on the other, knowledge or insight is gained, it is clear we must have each in order to process the other. Works Cited Dahlgren, D. M. (2008). Oral Language and vocabulary development Kindergarten First Grade. Nashville: Reading First National Conference. Retrieved from http://www2.ed.gov/programs/readingfirst/2008conferences/language.pdf Roe, B., Ross, E. (2013). The Language Arts. Education.com.

Gender Equality In Politics

Gender Equality In Politics The initiation of women into influential politics has the potential to greatly benefit society. There are a number of theoretical reasons women would be doing the world a favour by entering into politics. Basic statistics demonstrate that equality would benefit the economy. In the West, the perception towards women is positive: they are mostly on equal ground with men regarding capabilities (Pew Research Center [PRC, 2008]. Moreover, because most female politicians have to juggle professional, private, and sometimes family lives, their resulting ability to multi-task should allow them better management skills and more sensible political priorities. Now, these theories regarding womens abilities and inclinations do have some factual basis. There are already successful females in high positions of power within government (e.g. Angela Merkel; Scandinavian Parliament). A survey carried out in India had results illustrating that where women were in charge, villagers were much better off ( Beaman, 2007). Surprisingly, Southeast Asia is where the most women have reached the highest governmental positions (Fleschenberg, 2008). One can argue that, whether there is a positive or ineffectual upshot to womens involvement in politics, merely achieving equality and effectively rendering most prejudices null would be a tremendous benefit to society. However, while the women of the West have far more opportunity and are reluctant to take advantage of it, there are still the women of developing countries, where bias against women is still quite distinct (Beaman, 2007). In the meantime, there is the Middle East, where progress in gender equality is practically nonexistent (Akande, 2007). But despite the emphasis given to creating equality for women, there are still very few females in high-level decision making positions. (McDermott, 2009). If gender inequality can be overcome, it can open the doorway to alleviating a significant amount of the dilemmas the world faces. Opening the Doorway: Gender Equality in Politics If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be best attained when all persons alike share in government to the utmost. Whether or not Aristotle meant to include females in his definition of persons, this quote of his basically supports the idea that there is no real equality until individuals of every possible variance are not only involved in government, but have the same say in proceedings. Equality is an abstract term; it has evaded human beings since the time we came into existence, and remains indomitably out of reach due to our own inherent prejudices. It is only very recently that real attempts have been successful in overcoming these imbalances in social order; but naturally, those at the top want to stay that way-and with their power comes the ability to maintain their position. Therefore, we still have a long way to go before humans can declare themselves a race of egalitarianism. Gender inequality is probably the most prevalent form of discrimination, due to the fact that it exists, unfailingly-not only in all societies-but within the classes and castes within those societies (Jamal, 2009/2010). The superiority of men has been a given through the ages, both through formal laws and unwritten, shared understandings (Jamal, 2009/2010). These days, women have come far along the road to equality, but-as modern feminists complain-women still have to work twice as hard to get half as far as men in their careers. There is no argument that, thanks to or despite this, women are underrepresented in many areas, most notably those of power. But politics, which has the most potential to influence culture and civilization, is the most notable area of all. Whether or not women are better than men is not the question here-the question is, would gender equality in politics have a substantial effect on global affairs? And would this effect be favourable or detrimental? Because gender is the key to the organization of product and reproduction, women are at the crossroads between economic growth and human development. (Jamal, 2009/2010, p. 5) The initiation of women into influential politics has the potential to greatly benefit society. There are a number of theoretical reasons women would be doing the world a favour by entering into politics. According to Akande, women are the worlds most under-utilised resource; getting more of them into work is part of the solution to many economic woes, including shrinking populations and poverty. (2007, p. 10) Basic statistics even demonstrate that equality would benefit the economy- women put in 67% of the hours of work done on Earth, yet they earn 10% of salaries and possess 1% of all goods (Career Womens Forum, 2006). So women have already proven themselves diligent, and take up around 50% of a population-on this note, Akande reasons that their lack of active participation (2007) in all influential fields, including the workforce, intellectual or academic spheres, or politics, basically deprives a country of valuable human resources. This applies more directly to developing countries where gender discrimination completely obstructs womens chances to achieve anything, let alo ne politics; however, it bolsters equality in general. Perception is the basis of social context, and negative social context is womans biggest obstacle towards achieving anything, let alone a career in politics. In the West, the universal perception towards female leaders is changing for the better. A survey conducted by the Pew Research Center reveals the proletarian opinion on why women are still underrepresented in politics: gender discrimination, resistance to change, and a self-serving old boys club' (PRC, 2008). The public also believes that women are held back by the pressure of juggling family (which, as women, they are still meant to take care of) or personal life, and professional life; lack of the necessary skill is cited by few as a potential cause (PRC, 2008). In the same survey, women were rated higher than men on the majority of traits considered important to leadership (e.g. honesty, intelligence, compassion) (PRC, 2008). Women are believed by the populace to be more inclined towards dealing with civic issues such as health care and education (PRC, 2008); men, however, are more disposed towards eradicating crime, public safety, defence, and national security (PRC, 2008). This has been backed up by actual studies, though they put mens priorities in a less favourable light: Studies show that women are more likely to spend money on improving health, education, infrastructure and poverty and less likely to waste it on tanks and bombs. (Akande, 2007) The results of the survey continued by rating women higher than men in other areas believed to be important for a leader: holding firm to their principles even in the face of political strain; in negotiation and compromise; in instilling honesty in the government; and relating to the general public (PRC, 2008). Despite all this, only 6% actually claim women make better political leaders than men, which would be the natural progression (PRC, 2008). However, 69% rate men and women as equal, so this is probably, essentially, an even bigger step towards equality than if the reverse imbalance was presented (PRC, 2008). Even more theoretical reasoning can back up this claim: because most female politicians have to juggle professional, private, and sometimes family lives, their ability to multi-task is forcibly but finely honed (Career Womens Forum [CWF], 2006). This in turn allows them better management skills and more sensible political priorities. Now, these theories regarding womens abilities and inclinations do have factual basis. There are already successful females in high positions of power within government, such as Angela Merkel, Germanys first female Chancellor. Scandinavian countries, according to Career Womens Forum, are of the better-managed countries of the world, the most imaginative and prosperous (2008); the article goes on to correlate this fact with one stating their Parliaments are made up of 40% women, the highest percentage in the world. A Millenial Survey was carried out by a non-governmental organization in India in the year 2000 (Beaman, Duflo, Pande Topalova, 2007). It focused on subjective and objective measures of both the quantity and quality of five basic public services: drinking water and sanitation, health, education and child care, road transport and the public distribution system (Beaman, 2007). Though the survey was not undertaken for the express purpose of comparing male and female leadership performances, this-in accordance with the simultaneously subjective and objective nature of the survey-afforded the surveyors a lack of predetermined bias towards the results (Beaman, 2007). The results illustrated that where women were in charge, there was a higher investment in clean drinking water, leading to the avoidance of water-borne diseases and overall improvement of health (Beaman, 2007). Also, children were more likely to be immunized, and where women were in charge the gender gap in schooling was less by almost 13%; women were also less likely to accept bribes (Beaman, 2007). Despite all this, villagers reported dissatisfaction with their female leaders; Beaman found this rational, though, due to the inherent bias of the society (2007). Though the Nordic area can claim the highest percentage of women in Parliament, it is, surprisingly, Asia where the most women have reached the highest governmental positions (Fleschenberg, 2008). The first female Prime Minister in history was Sirimavo Bandaranaike, of Sri Lanka; she had power three times, beginning in 1960, and when she died in office in the year 2000, she was succeeded by her daughter, Chandrika Kumaratunga (Fleschenberg, 2008). Indira Gandhi, India, is possibly the most famous female politician, with the most influence and positive impact thanks to her campaign for progress in India-a recent BBC poll named her the greatest woman of the last 1,000 years (Fleschenberg, 2008). Aung San Suu Kyi is the accepted leader of democratic Burma despite her continuing house arrest (Fleschenberg, 2008). In Malaysia, Wan Azizah Wan Ismail freed her husband, Anwar Ibrahim, and has headed the parliamentary opposition party in Malaysia since the late 1990s (Fleschenberg, 2008). The re are more notable names, from Bangladesh, Indonesia, Pakistan, and the Philippines; though all of these cultures are undoubtedly patriarchal and paternalistic in political and ideological terms, women have achieved the position of prime minister or president in all of them (Fleschenberg, 2008). These countries have little in common in terms of economic development, culture, religion, and political systems (Fleschenberg, 2008). The one defining commonality between these women involves their education: no different from influential politicians in general, but exceptional for their own locale, where often education cannot proceed past the secondary or tertiary level (Fleschenberg, 2008). In addition, many of them gained reputations and political experience against backdrops of political turmoil and/or transition (Fleschenberg, 2008, p. 33) as leaders of opposition movements, effectively classifying them as transformational leaders, (Fleschenberg, 2008, p. 33) valuable to their country from day one. As for their terms in office, analysis proves that none of these countries deteriorated [. . .] as a direct consequence of female governance (Fleschenberg, 2008, p. 5). In fact, any declines were caused by male-led interventions (Fleschenberg, 2008). These leaderships are made even more interesting by the fact that these women came into power by proving themselves worthy, rather than just to promote equality, are recognized as capable, self-reliant leaders with no limits on their power due to their gender (Fleschenberg, 2008). On the other hand, their governments are still not gender balanced; Fleschenberg admits that they are the exception, and their rise to power should not be confused with increased womens participation in politics (2008). One can argue that, whether there is a positive or ineffectual upshot to womens involvement in politics, merely achieving equality and effectively rendering most prejudices null would be a tremendous benefit to society. Women are generally fighting an uphill battle in this respect-or, at least, some of them are. Interestingly, a report comparing the victory rates of male and female candidates yielded the result that when women run for office, they win just as often as men do. (Bowman, 2008) Since this included mostly small-time political positions in already developed countries, it is not as provocative as it may appear; it basically only reveals that, at least in the West, there is less interest in politics. The surveyed women were not enthusiastic about running for office, or the process required, such as raising campaign cash or balancing familial responsibilities (Bowman, 2008). Still, Akande says, Women are more likely to organize in other politics, such as social movements, and in non-governmental organizations. (2007, p. 16) So, while the women of the West have far more opportunity and are reluctant to take advantage of it, there are still the women of developing countries, where bias against women is still quite distinct (Beaman, 2007). Because women are generally assumed, not to lack leadership skills so much as have less than men-even those with similar personality traits-if a woman is fulfilling a normally male role, she will be judged more ruthlessly (Beaman, 2007). For example, a bad decision, or merely an unpopular one despite advantageous ends, would gain them a harsher level of criticism than if they were male (Beaman, 2007). This social backlash for violating stereotypes dissuades all but the most determined women; indeed, where the Western woman shuns politics for the stress it promises, or mere lack of interest (Bowman, 2008), a woman in a developing country shuns it to avoid the extra controversy that would top that stress (Beaman, 2007). In the meantime, there is the Middle East, where progress in gender equality is practically nonexistent (Akande, 2007). Akande attributes this to the ongoing political upheaval, citing the near civil-war situation in Iraq, the murky future of the Palestinians, Irans nuclear ambitions, or the future of democracy in the region. (2007, p. 10) The female in the Middle East is generally far worse off than those of other developing countries, due to being in a society that is either indifferent (Akande, 2007, p. 17) to them, or downright hostile. (Akande, 2007, p. 17). The principles of the predominant religion of Islam cannot directly take the blame for this (Akande, 2007), as women have gained political prominence in every Islamic country of South-eastern Asia apart from Brunei (Fleschenberg, 2008). However, the combination of religion and culture do play a big part in the viewpoints that support this maltreatment of women (Akande, 2007). This goes not just for the Muslim women of the Arab world, but for other religions that undermine the weaker sex, such as Sikhs, Hindus, and Native Americans (Akande, 2007). He stresses the Middle East, however, because the predicament of the regions women essentially has a direct effect on world affairs; he believes that much of the strife in the Middle East (i.e. underdevelopment, domestic and regional instability [. . .], ethnic frictions (Akande, 2007, p. 9)) could be mitigated, if not outright halted, if women had more of a voice in government (2007). If the results of the studies referenced by Akande earlier on, as well as the beliefs presented by the Pew Research Center survey are any indication, even a gradual move towards gender equality-in politics and otherwise-would be a big step towards eventual stability. At any rate, gender equality is a worldwide goal, and there are measures in place meant to promote womens involvement in Parliaments, etc (McDermott, 2009). In India, one third of parliamentary seats are reserved for women (Atkins, 2008). Though some see these enactments as a step backwards merely because they appear as a chauvinistic inability to allow women a true sense of accomplishment (Atkins, 2008), there is a much more considerable reason they can be seen as such. Despite the emphasis given to creating equality for women, there are still very few females in high-level decision making positions. (McDermott, 2009) This even goes for the previously-praised Nordic countries where there is an almost-balanced level of genders within the government (McDermott, 2009). Still, when it comes to decision-making, the women have limited say. Gwaze points out that in Zimbabwe, women appointed to seemingly important positions only have real significance at voting time; otherwise, they are little more than puppets for the males with real power (2007). What we see now is a faà §ade of equality that prevents women from making the change that they are capable of. With all the previously described obstacles that women have to overcome, only for women to be rendered utterly inconsequential by males who continue to wield more power, it is no wonder that gender inequality prevails in government. Successful female politicians often take pride in not only their achievements in public service, but the fact that they are positive role models for younger girls (Campbell Wolbrecht, 2005). Males do not bother to see themselves as role models, reflecting the fact that men and boys need little additional evidence that the halls of power are open to them. (Campbell, 2005) The only way to change points-of-view on female politicians is for them to continue in this vein-its a snowball effect. Women already proven the positive impact they are capable of; as more gradually get into politics and gradually become more successful at it, the window of politics as a career is opened to more and more women. And as these women prove their value within government proceedings, attitudes towards them will change for the better, the way they already are (Beaman, 2007). Gender equality is not the biggest problem face by society, and it is not the only discrimination human beings must cope with. However, if this most profound and prevailing prejudice can be overcome, it can open the doorway to alleviating a significant amount of the dilemmas faced by the world.

Depression Essay -- essays research papers fc

DEPRESSION IN WOMAN Depression is the most common mood disorder; it is more than just temporary feelings of sadness. Then how come women are more prone to depression than men? Depression affects women emotionally, physically, and mentally in every aspect of their lives. Clinical depression does not only just cause suffering to individuals who are depressed, but it brings problems for their families and friends who seldom do not know how to help them. Experts say depression is a disorder that is colour blind and affects women in spite of race, ethnic backgrounds, or socio-economic standing. Women are said to be two to three times more prone than men to suffer from depression. Why is this the case? Is it because of the stress caused by society’s expectations of women? The following essay will provide a brief overview explaining why women are more prone to depression than men. There are emotional risk factors that make women especially are vulnerable from. Women who are unhappily married, divorced, or separated, have higher risks. They tend to undergo more stress, anger, frustration, and cause problems among her family. Nobody is predetermined to develop a mood disorder. Nevertheless, women who tend to be under more stress than normal and often have to handle a variety of conflicting roles in society may be susceptible to depression. Women who are biologically vulnerable to depression are more likely to develop the disease when they’re under chronic stress. Depression can cause mothers to be inconsistent with the way they care for their children. They may be loving one minute and withdrawn the next. They may not respond at all to their children’s behaviour or they may respond in a negative way. Babies who do not develop a secure attachment may have trouble interacting with their mother (they may not want to be with their mother, or may be upset when with them), causing them to develop skills later than other babies. Toddlers and preschoolers whose mothers are depressed may be less independent, less likely to interact with other people, have more trouble accepting discipline, be more aggressive and destructive or not do as well in school. School-age children may have behavioural problems, have learning difficulties, have a higher risk of attention deficit and hyperactivity disorder, and not do as well in school. Adolescents whose mothers suffer from depression... ...dhood Depressive Symptoms, Physical Activity and Health Related Fitness.† Journal of Sports & Exercise Psychology. 34. 5 (2003): 419-421 Wolfgang, Linden. â€Å"Depression, Social Isolation, and Certain Life Events are Associated with the Development of Coronary Heart Disease.† ACP Journal Club. 52. 6 (2004): 81-85 Newspaper/Magazines: Carey, Elaine. â€Å"Therapy Works Like Drugs on Brain† Toronto Star. 9 Jan. 2004:E 45- 46 Ross, Marvin. â€Å"Can Faith Help the Aged?† Toronto Star 22 Jan. 2005: A8-9 Spencer, Maggie. â€Å"Depressed Children Show Altered Stress Response† Archives of General Psychiatry 16 Dec. 2003: 25-26 Electronic Resources: Autonuccio, David. Rumble in Reno: The Psychosocial Perspective Depression. 13 Feb. 2005. 1 Aug. 2000 Beardslee, William R. The Prevention of Depression in Youth. 29 Jan. 1995. 20 Jan. 2005 Canadian Health. James, Carol. Risk Factors For Depression in Canadian’s. 29 Feb. 1984. 9 Feb. 2005 James Nazroo Y. Exploring Gender Difference in Depression. 2 Mar. 2001. 2 Feb. 2005 Kenneth, Rogers. What is a depressive Disorder? 2 Mar. 2001. 12 Jan. 2005 Robinson, Robert. Canadian National Institute of Mental Health. 10 Sept. 2002. 4 Feb. 2005.

Making Best of the Bad - Original Writing :: Papers

Making Best of the Bad - Original Writing What is the meaning of life? That is a question that I ask myself and I'm sure you do as well. Sometimes I just sit there on my own, when things aren't going to great and have a wonder. I always come up with the same answer usually. 'Dunno'. I asked this question a lot to myself when my parents were splitting up. As I didn't know what the point of me being here was. But, now I have come through that rollercoaster of emotions. I think I have come out a bigger and better person. I look back at my life, when I was in my early childhood around seven or eight. They were some fabulous times, the hot scorching sunny days, the sky as blue as the rippled ocean. I remember feeling top of the world, playing footy with mates from sunrise to sunset. Life really couldn't have felt better. And why couldn't it? Because there was nothing wrong. As long as nothing is wrong, you will feel nothing but pure genuine joy. But as soon as something does go wrong, its hits you harder than anything, like being knocked down by a five tonne lorry. It feels like you will never get up again, and that everyone else's life is better. You feel so low, that you do not know what to do with yourself and you cannot trust anyone. This is what happened to me. That feeling is indescribable. All I can say is that it hurts. Although I did get knocked down, I did get back up and fight back. It was a long haul to say the least. But right now I can say that things that pretty much are back to their best. I mean can you give me one reason why it's good to mope around and feeling sorry for yourself? No. I didn't think you could. That's why you have to try and claw back what you once had. When your family is the most important thing to

Great Expectations: Lessons on Life and Love :: Great Expectations Essays

Great Expectations: Lessons on Life and Love Great Expectations is merely timeless. It is about all the things that life is about: how relatives can be loving, or abusive, how people can choose their own families; how a woman might be driven to destroy her child, or give her child away; how people may be corrupt, may be redeemed; how your upbringing defines your character, and how you may rise above or embrace that definition; and how, finally, love is a choice. Great Expectations, written by Charles Dickens, is a moral book, without any clear moral directives. Its language is beautiful, its plot compelling, its characters complex and complete. People, Dickens tells us, are not always what they seem. Not simply because they've disguised or hidden or renamed themselves, like Magwitch; not only because those who seem most beautiful may be, in fact, most terrible, like Estella. People are not always what they seem because people are never only one thing. The wretched Mrs. Joe becomes nearly lovable after her injury; Mrs. Havisham melts (before she burns); Magwitch in trouble terrorizes Pip, but in prosperity is his benefactor; Wemmick's character is dependent on his location; there is a hint that even Estella, at last, is not as brightly cold as her name and nature suggests; and, of course, Pip is at first good, and then snobbish and profligate, and then, finally, good. Money changes everything except human nature. Human beings chan ge: not for the better, and not for the worse, and not permanently. People change, then change back. Their changes do not necessarily make them happy. That is the human condition. "That was a memorable day for me," says Pip, after first visiting Satis House, "for it made great changes in me. But it is the same with any life. Imagine one selected day struck out of it, and think how different its course would have been. Pause, you who read this, and think for a moment of the long chain of iron or gold, of thorns or flowers, that would never have bound you, but for the formation of the first link on one memorable day." "Great Expectations" is no less instructive for not being morally definite. That first link will change you, as the circumstances of your childhood will. It is your own duty (I believe Dickens says) to change yourself inwardly as you are changed outwardly.

Nursing Theorist Grid

Nursing Theorist Grid Use grid below to complete the Week 4-Nursing Theorists assignment. Please see the â€Å"Nursing Theorists’ Grading Criteria† document, located on the Materials page of the student Web site. Name: Thomas Miller Theorist Selected: Ida Orlando Description of Theory: â€Å"Orlando’s theory is a reflective practice that is based on discovering and resolving problematic situations† (Alligood, 2010, p. 339). This theory is focused on defining the nurse-patient relationship. According to Orlando, the main function of nursing is to determine the needs of the patient and ensure that these needs are met, whether by the nurse or by others.The patient will have verbal and nonverbal behaviors that clue the nurse into the nature of his or her problems. The nurse must explore these behaviors with the patient to determine the needs that must be met to resolve the problematic situation that the patient presents with. The nurse must also be aware of hi s or her reactions to the cues the patient presents and must validate these reactions with the patient. It is always possible for the nurse to misinterpret the behaviors of a patient, and form incorrect ideas about what the patient needs.Validating the behaviors with the patient ensures that the nurse can fulfill the function of nursing, which is to find and meet the patient’s immediate need for help in the immediate situation which results in improvement (Alligood, 2010). The success of the help provided can be evaluated by observing for improvement in the patient’s verbal and nonverbal behavior. These behaviors must also be validated with the patient. This makes this theory dynamic and collaborative. Theory’s Historical background: Orlando developed her theory in the 1950s after receiving grants for studies integrating mental health concepts into nursing education.This was the first inductively developed nursing theory. Orlando recorded nurse patient interacti ons over three years and categorized her records as â€Å"good† or â€Å"bad† nursing (Alligood, 2010). Orlando conducted a second study where she â€Å"assessed the relevance of earlier formulations, educated and evaluated nurses in the use of her formulations, and tested the validity of the theory formulations† (Alligood, 2010, p. 338). This helped her validate her original observations and to extend â€Å"her theory to include the entire nursing practice system† (Alligood, 2010, p. 338).Major theory assumptions related to: Define according to theorist:| How does this concept relate to nursing practice? | How does this concept relate to nursing education? | PersonTo Orlando, a person is a unique individual with his or her own behaviors and perceptions that are related to the context in which those behaviors and perceptions occur. Each person has his or her own needs that must be met and these needs change depending on the context and perceptions of that person. Each person is also the only one able verify if his or her behavior means what it appears to mean.In the context of the nurse-patient relationship, a person is an individual who needs help in order to have his or her needs met. The unique patient behavior provides cues to indicate the needs that must be met. | â€Å"Improvement, according to Orlando (1990), is the goal of the nursing process† (Faust, 2002, p. 15). Because the individual is unique, each patient must be approached for validation of his or her behaviors separately. The nurse cannot make assumptions of one person’s behaviors based on what they learned from another patient with the same behaviors.It also means that â€Å"patient behavior requires assessment at the time it occurs† (Faust, 2002, p. 15). It is possible that the same behavior occurring at different times means different things. The nurse must always validate the meaning of behaviors with the patient before attempting to meet the needs of the patient to ensure the correct needs are being met. | This is an important concept for nursing education. Nurses are educated on how to plan for the care of a patient. The goal of nursing is patient improvement by meeting the needs of the patient.It is impossible to meet the needs of the patient if the nurse does not know the needs of the patient. Nurses must be educated to validate patient behaviors with the patient. Nurses must also be educated to be aware of their own feelings about patient behaviors and how to avoid making assumption about the needs of the patient. Nurses must learn to recognize the uniqueness of every individual and how behaviors can mean different things in different contexts. | HealthOrlando did not clearly define health. It is possible to infer what Orlando considered health to be from her writings.According to Faust (2002, p. 15), â€Å"health is the result of a patient’s needs being met. † This means that for a person to be healt hy, they must be in a state where all their needs are met or are capable of being met. If their needs are not met, they are in a problematic situation and have an immediate need for help from the nurse. Improvement of this problematic situation results in the patient being restored to a state of health. This is the goal of the nurse-patient relationship. | Improving the patient’s problematic situation and restoring the patient to a state of health is the goal of nursing.This can only be done by finding and meeting the patient’s immediate needs. â€Å"It is the nurse’s responsibility to meet the patient’s need for help either by supplying it directly or by calling on the services of others† (Schmieding, 1987, p. 432). The important thing about this for the nursing process is to take this in a systematic approach. The nurse must first determine what needs the patient has before planning how to meet those needs. The nurse plans the appropriate activit ies to help the patient and return him or her to a state of health. This concept of health means that nurses must be educated to focus on the needs of the patient and validating these needs with the patient. Nurse education for restoring a state of health should not be focused on tasks to perform, but on forming relationships to discover what the patient needs to maintain his or her health or to return to a healthy state. Although the tasks are important, nursing education must focus on how nurses choose the correct tasks to help the patient. Nurses must also be educated on how to recognize whether he patient has an immediate need for help or not. Nursing â€Å"Nursing is an interaction with people who have an immediate need for help – the subsequent relief of distress. Stress relief provides improvement, leading to a sense of well-being† (Faust, 2002, p. 16). The goal of nursing is to discover and meet the patient’s immediate needs for help. Nursing is â€Å"à ¢â‚¬ ¦concerned with providing direct assistance to individuals in whatever setting they are found, for the purpose of avoiding, relieving, diminishing, or curing the individual’s sense of helplessness† (Alligood, 2010, p. 339).Nursing is a process in which the nurse determines if the patient has an immediate need, what that need truly is, and plans actions to meet that need. | The nurse must develop a therapeutic relationship with the patient by validating the patient’s behaviors and not making assumptions about the behaviors. â€Å"In Orlando’s theory, nurse–patient interaction involvesreciprocity; making the relationship dynamic and collaborative† (Sheldon & Ellington, 2008, p. 390). This means the nurse must evaluate constantly and validate patient behaviors.It is imperative for the nurse to determine what the patient actually needs in order to plan interventions to meet the needs. The nurse must also be aware that each behavior is unique within the context in which it occurs. This means that each behavior must be assessed and validated when it happens to avoid making assumptions about the patient’s needs. | Learning to perform this process correctly should start early in the education process. It takes practice to do this correctly. â€Å"Finding out and meeting the patient's immediate needs for help becomes an acquiredway of thinking† (Schmieding, 1987, p. 32). This process needs to become automatic for the nurse. He or she must be able to recognize their own internal feelings and overcome them to avoid making assumptions. Nursing education needs to take this into account and help student nurses practice this concept early and often. Nursing education must also teach proper communication techniques so that nurses will be comfortable and able to validate patient behaviors with the patient. | EnvironmentThe environment is the context in which the patient’s problem exists and his or her behavior manifests.Orlando does not clearly define environment, but relates it to the immediate situation. â€Å"A disruption in the environment creates a problematic situation. At that moment the person experiences an organic response† (Schmieding, 1987, p. 434). Orlando calls this an immediate reaction. This immediate reaction to the environment causes the problematic situation that the patient needs help with. The patient may have needs based on his or her environment that is not being met that result in the problematic situation. This results in the patient seeking help. â€Å"Environment is part of any nurse-patient interaction, because it is involved in all nursing situations. To help a patient, it may be necessary to take action related to the environment† (Faust, 2002, p. 16). The nurse may have to educate the patient to avoid things in his or her environment. This has implications for Orlando’s theory because this will involve fully assessing the patient’ s needs and validating his or her behaviors relating to their environment. The nurse must determine if the environment is interfering with meeting the patient’s needs. If this is the case, the nurse must act to deal with the environmental problem.This may involve educating the patient or enlisting the aid of others to help the patient overcome his or her environmental barriers. | This is another case in which nurses need early and frequent practice. Nurses do not often consider the patient’s environment when planning care. Many patients do not consider their environment as a cause of their problems, either. It is the responsibility of the nurse to determine if this is a problem. Nurses must learn how to validate patient behaviors appropriately and assess the needs of the patient. Nurses must learn how to interact with patients to draw this information out.This takes practice and should be done early in an educational setting. Practicing this skill is important so that it will become a habit for the nurse. | References Alligood, M. R. (2010). Nursing theory: Utilization ; application  (4th ed. ). Retrieved from The University of Phoenix eBook Collection database Faust, C. (2002). Orlando's deliberative nursing process theory: A practice application in an extended care facility. Journal of Gerontological Nursing,  28(7), 14-18. Retrieved from http://search. proquest. com/docview/204155222? accountid=35812; http://linksource. ebsco. om/linking. aspx? genre=article&issn=00989134&volume=28&issue=7&date=2002-07-01&spage=14&title=Journal+of+Gerontological+Nursing&atitle=Orlando%27s+deliberative+nursing+process+t Schmieding, N. (1987). Problematic situations in nursing: analysis of Orlando's theory based on Dewey's theory of inquiry. Journal Of Advanced Nursing,  12(4), 431-440. doi:10. 1111/1365-2648. ep13107529 Sheldon, L. , & Ellington, L. (2008). Application of a model of social information processing to nursing theory: how nurses respond to pa tients. Journal Of Advanced Nursing,  64(4),

The Leadership Education

A. Leadership education. While the debate over whether effective leaders are born that way or can learn these skills, the fact remains that even natural-born leaders need some help in understand the dynamics involved in teams. All of the U.S. military branches of services recognized this need early on and established service academies to help train their future leaders, but people in business, academia and other professions also have relevant leadership education available as well. According to Barker and Rost (2000), the content of leadership education courses required for the 21st century should address three general categories: (i) the evolution of social change and development, (ii) the processes that influence social development, and (iii) the dynamics of human nature in change processes. These authors add that, â€Å"Leadership education is aimed at producing citizens for a democratic society† (p. 3). B. Continuing education. Many professions require continuing education credits to maintain credentialing and privileges for practice; for example, lawyers and healthcare practitioners must complete a set number of credit hours each year for this purpose. While all professions may not mandate it, the individual pursuit of continuing education in any field should be regarded as a sound business investment, just as the provision of such training by organizations makes good sense. Because of the importance of having effective leaders in any organizational setting, it is vitally important for them to remain cognizant of changes and innovations in their field, as well as in allied fields that may impact their industry. Today is an excellent time to be a professional in search of continuing educational opportunities, though, because of the explosion in adult education classes designed for this purpose, particularly in online forums of various types. In this regard, Jarvis (2002) reports that, â€Å"Adult and continuing education is changing at a tremendously rapid rate in this contemporary, urban world,† and the purposes for which adult leaders are seeking continuing education have changed in fundamental ways in recent years (p. iii). Likewise, Beaudoin (2002) points out that, â€Å"The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance† (p. 131). This author adds that because it is so important to organizational and individual success, continuing education has a well developed format concerning not only to the planning and management of continuing education activities, but also insights in the area of leadership (Beaudoin, 2002). C. Types of education. Because every business situation is unique, leadership is taught in a variety of ways across many disciplines. According to Nirenberg (1998), â€Å"Most schools of business typically include the study of leadership as part of a survey of organizational behavior (OB) theory and not as a course in its own right. By all accounts, though, there are continuing and adult education opportunities available for virtually any vocation and avocation today through community colleges and online learning forums and even busy professionals can take advantages of these services. More importantly, though, effective leaders need to be well-rounded individuals with a basic understanding of how the business world works and what makes people behave the way they do. The types of education required for these complicated purposes are clearly a lifelong endeavor because they must continue to be updated and refined, and the more variety in the educational services taken over the course of a individual's career, the more effective leader that person will likely be. The Leadership Education A. Leadership education. While the debate over whether effective leaders are born that way or can learn these skills, the fact remains that even natural-born leaders need some help in understand the dynamics involved in teams. All of the U.S. military branches of services recognized this need early on and established service academies to help train their future leaders, but people in business, academia and other professions also have relevant leadership education available as well. According to Barker and Rost (2000), the content of leadership education courses required for the 21st century should address three general categories: (i) the evolution of social change and development, (ii) the processes that influence social development, and (iii) the dynamics of human nature in change processes. These authors add that, â€Å"Leadership education is aimed at producing citizens for a democratic society† (p. 3). B. Continuing education. Many professions require continuing education credits to maintain credentialing and privileges for practice; for example, lawyers and healthcare practitioners must complete a set number of credit hours each year for this purpose. While all professions may not mandate it, the individual pursuit of continuing education in any field should be regarded as a sound business investment, just as the provision of such training by organizations makes good sense. Because of the importance of having effective leaders in any organizational setting, it is vitally important for them to remain cognizant of changes and innovations in their field, as well as in allied fields that may impact their industry. Today is an excellent time to be a professional in search of continuing educational opportunities, though, because of the explosion in adult education classes designed for this purpose, particularly in online forums of various types. In this regard, Jarvis (2002) reports that, â€Å"Adult and continuing education is changing at a tremendously rapid rate in this contemporary, urban world,† and the purposes for which adult leaders are seeking continuing education have changed in fundamental ways in recent years (p. iii). Likewise, Beaudoin (2002) points out that, â€Å"The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance† (p. 131). This author adds that because it is so important to organizational and individual success, continuing education has a well developed format concerning not only to the planning and management of continuing education activities, but also insights in the area of leadership (Beaudoin, 2002). C. Types of education. Because every business situation is unique, leadership is taught in a variety of ways across many disciplines. According to Nirenberg (1998), â€Å"Most schools of business typically include the study of leadership as part of a survey of organizational behavior (OB) theory and not as a course in its own right. By all accounts, though, there are continuing and adult education opportunities available for virtually any vocation and avocation today through community colleges and online learning forums and even busy professionals can take advantages of these services. More importantly, though, effective leaders need to be well-rounded individuals with a basic understanding of how the business world works and what makes people behave the way they do. The types of education required for these complicated purposes are clearly a lifelong endeavor because they must continue to be updated and refined, and the more variety in the educational services taken over the course of a individual's career, the more effective leader that person will likely be.

Poetic Drama /Verse Drama of Modern age Essay

Eliot’s plays attempt to revitalize verse drama and usually treat the same themes as in his poetry. They include Murder in the Cathedral (1935), dealing with the final hours of Thomas ÃÆ' Becket; The Family Reunion (1939); The Cocktail Party (1950); The Confidential Clerk (1954); and The Elder Statesman (1959)..(1) Indeed, Eliot hoped that the study and critical reception of early modern verse drama would shape the production of modernist verse drama. In the 1924 essay â€Å"Four Elizabethan Dramatists,† Eliot calls for the study of Elizabethan drama to have a â€Å"revolutionary influence on the future of drama.†(2) Yet, in his later writings as a verse dramatist, Eliot always keeps an arm’s length between himself and the early modern dramatic poets, especially Shakespeare, whom he saw as his strongest precursors in the development of a modernist English verse drama. In the 1951 piece â€Å"Poetry and Drama,† on the matter of verse style in his ow n first major poetic drama, Murder in the Cathedral, Eliot writes, â€Å"As for the versification, I was only aware at this stage that the essential was to avoid any echo of Shakespeare.†¦ Therefore what I kept in mind was the versification of Everyman.†(3) Elsewhere, he is keenly aware of the challenges of writing verse drama for a modernist theatre: â€Å"The difficulty of the author is also the difficulty of the audience. Both have to be trained; both need to be conscious of many things which neither an Elizabethan dramatist, nor an Elizabethan audience, had any need to know.†(4) Eliot finds his whip for training his [p. 105] audience and himself, as dramatist, less in the examples Shakespeare and his contemporaries provide than in the works their medieval predecessors left behind. This essay examines Eliot’s status as a medieval modernist. The periodicity of Eliot’s Middle Ages, problematic as it is, represents the convergence of his animus against modernity and liberalism with his desire for a religiosity that is not marginal, fragmented, and â€Å"compartmentalized† but rather central to the activity of everyday life in a culture and society best characterized by the words unity, integration, and order—the ideological language of conservatism. In part, the concept of Eliot as  Ã¢â‚¬Å"medieval modernist† is indebted to Michael T. Saler’s work on visua l modernism, the English avant-garde, and the London Underground transport system. What Saler describes in terms of medieval modernism is very much a stance or attitude towards the relationship between aesthetic production (imagination) and the utility of consumption (reception) grounded in a social functionalism thought to have its origins in the medieval. I should be quick to point out that Saler is rather ambivalent on the point with regard to Eliot himself: â€Å"While T. S. Eliot might be called a medieval modernist because of his admiration for the organic and spiritual community of the Middle Ages together with his â€Å"impersonal† conception of art, his elitist and formalist views isolate him from several of the central terms of the tradition as I have defined it.Eliot’s ambivalence towards the early modern and repeated turns to the medieval evidence a contradiction between Eliot’s life-long desire for a clearly articulated unity, integration, and order in all aspects of everyday life, including writing and religion, and his fetishization of an early modern period he imagines in terms of anarchy, disorder, and decay. Eliot repeatedly mystifies the early modern period. In his introduction to G. Wilson Knight’s The Wheel of Fire, Eliot gives voice to a vision of the early modern past as a period of phantasmagoric peril, uncertainty, even unknowability: â€Å"But with Shakespeare, we seem to be moving in an air of Cimmerian darkness. The conditions of his life, the conditions under which dramatic art was then possible, seem even more remote from us than those of Dante Verse drama is any drama written as verse to be spoken; another possible general term is poetic drama. For a very long period verse drama was the dominant form of drama in Europe (and was also important in non-European cultures). Greek tragedy and Racine’s plays are written in verse, as is almost all of Shakespeare’s drama, and Goethe’s Faust. Verse drama is particularly associated with the seriousness of tragedy, providing an artistic reason to write in this form, as well as the practical one that verse lines are easier for the actors to memorize exactly. In the second half of the twentieth century verse drama fell almost completely out of fashion with dramatists writing in English (the plays of Christopher Fry and  T. S. Eliot being possibly the end of a long tradition). As Eliot sank ever more deeply into his Anglo-Catholic schtick and he no longer had Pound around to cut the fat and grain filler out of his work, he turned to writing verse drama. He wanted to  reach  people.  He  probably  wanted  to  be  Shakespeare.  Murder in the Cathedral was the first of these verse dramas, and the only one I can even begin to tolerate. The title is intended to evoke a whodunnit; it may be a ponderous Eliotian attempt at a â€Å"witticism†. The joke, such as it is, is that the murderee is Archbishop St. Thomas à   Becket, the killers are some of Henry II’s knights, and the scene of the crime is Canterbury Cathedral, anno domini 1170. If you happened to be hanging around Canterbury in 1935, this was a big win because Canterbury Cathedral is where the thing was first performed. (If you were hanging around  Canterbury  in  1170,  call  me;  we  should  talk).  The background: King Henry II’s wanted to gain influence over the Church in England. He appointed Becket as Archbishop of Canterbury to that end because Becket was his boy. Once in office, Becket’s loyalty shifted to the Church. The two came into conflict over the practice of trying clergy in ecclesiastical courts for civil offenses, and Becket fled to France. While  in France he continued to defy Henry, going so far as to excommunicate some of Henry’s more loyal bishops. At the beginning of the play, Becket returns from his seven-year exile in France. He goes straight to Canterbury, arriving in time for Act I. Four Tempters tempt him. Meanwhile, Henry has put on his John Stanfa hat and made an offhand remark to some of his knights about how convenient it would be if Becket weren’t around any more. The knights draw the obvious conclusion about what he means, and they depart for Canterbury. When they arrive, Becket explains that he is loyal to a higher power than the king. They reply that they aren’t, and they kill him at the altar. The bloodshed is followed by a flourish of self-exculpatory forensic rhetoric from the knights: They argue persuasively that they’ve done the right thing, but not too persuasively because the author doesn’t agree. Exeunt knights; some priests pray at each other and asperse the audience; good  night,  good  night.  Historically, Henry disavowed the whole thing, the knights fell into disgra ce, and Becket was canonized. The whole thing suffers from Late Eliot Syndrome: No tack is left unsledgehammered. He lectures us about his points rather than demonstrating or illustrating them, and the writing is  often less than inspired. Still, it’s better than his other verse dramas: The form and the language are at least appropriate to the material, and the material holds up under the weight of the Message. Eliot later attempted to pile similar Messages onto midcentury English bourgeois melodrama  -in  verse!  It  didn’t  work.  At the height of his powers, Eliot might have done something really interesting with Murder in the Cathedral. Christopher Fry, who has died, aged 97, was, with TS Eliot, the leading figure in the revival of poetic drama that took place in Britain in the late 1940s. His most popular play, The Lady’s Not For Burning, ran for nine months in the West End in 1949. But although Fry was a sacrificial victim of the theatrical revolution of 1956, he bore his fall from fashion with the stoic grace of a Christian humanist and increasingly turned his attention to writing epic films, most notably Ben Hur (1959). The Lady remains Fry’s most popular play: the leading role of Thomas Mendip has attracted actors as various as Richard Chamberlain, Derek Jacobi and Kenneth Branagh. Today, one is struck by the way in which Fry’s euphuistic language – at one point, the hero describes himself as a â€Å"perambulating vegetable patched with inconsequential hair† – overtakes the dramatic action. But in a postwar theatre that had little room for realism, Fry’s medieval setting, rich verbal conceits and self-puncturing irony delighted audiences, and the play became the flagship for the revival of poetic drama. At the same time, Eliot’s The Cocktail Party enjoyed a West End vogue, and a new movement was born. Though less of a public theorist than Eliot, Fry still believed passionately in the validity of poetic drama. As he wrote in the magazine, Adam: â€Å"In prose, we convey the eccentricity of things, in poetry their concentricity, the sense of relationship between them: a belief that all things express the same identity and are all contained in one discipline of revelation.† For a period in the late 1940s and early 50s, Fry helped to revive English verse drama, to which he brought colour, movement and a stoic gaiety. How many of his plays will survive, only time can tell. But, at his best, he brought an undeniable, spiritual elan to the drab world of postwar British theatre. He certainly deserves to be remembered as something more than the inspiration for Margaret Thatcher’s famous remark, â€Å"The lady’s not for turning†. For many centuries from the Greeks onwards verse was, throughout Europe, the natural and almost exclusive medium for the composition and presentation of dramatic works with any pretensions to  «seriousness » or the status of  «art ». Western drama’s twin origins, in the  Greek Festivals and in the rituals of the medieval church, naturally predisposed it to the use of verse. For tragedy verse long remained the only  «proper » vehicle. In comedy the use of prose became increasingly common – giving rise, for example, to such interesting cases as Ariosto’s I suppositi, written in prose in 1509 and reworked twenty years later in verse. (La cassaria also exists in both prose and verse). Shakespeare’s use of prose in comic scenes, especially those of  «low life », and for effective contrast in certain scenes of the tragedies and history plays, shows an increasing awareness of the possibilities of the medium and perhaps already contains an implicit association between prose and  «realism ». Verse continued to be the dominant medium of tragedy throughout the seventeenth century – even domestic tragedies such as A Yorkshire Tragedy (Anon., 1608) or Thomas Heywood’s A Woman Killed With Kindness (1603) were composed in blank verse. For all the continuing use of verse it is hard to escape the feeling that by the end of the seventeenth century it had largely ceased to be a genuinely living medium for dramatists. Increasingly the prevailing idioms of dramatic verse became decidedly literary, owing more to the work of earlier dramatists than to any real relationship with the language of its own time. By 1731 George Lillo’s The London Merchant, or The History of George Barnwell, for all its clumsiness and limitations, in its presentation of a middle-class tragedy in generally effective prose archieved a theatrical liveliness and plausibility largely absent from contemporary verse tragedies – from Addison’s Ca to (1713), Thomson’s Sophonisba (1730) and Agamemnon (1738), or Johnson’s Irene (1749). The example of Racine was vital to such plays, but it was not one that proved very fertile. Lillo was praised in France by Diderot and Marmontel, in Germany by Lessing and Goethe. It is not unreasonable to see Lillo’s work as an early and clumsy anticipation of Ibsen’s. The London Merchant constitutes one indication of the effective  «death » of verse drama. Others are not far to seek. In France, Houdar de La Motte was also writing prose tragedies in the 1720’s, and Stendhal, in the 1820’s was insistent that prose was now the only possible medium for a viable tragedy. Ibsen largely abandoned verse after Peer Gynt (1867), in favour of prose plays more directly and realistically concerned with contemporary issues. A well-known letter to Lucie Wolf (25 May 1883) proclaims that  «Verse has been most injurious to the art of drama†¦ It is improbable that verse will be employed to any extent worth mentioning in the drama of the immediate future since the aims of the dramatists of the future are almost certain to be incompatible with it ». Against the background of such a pattern of development, later dramatic works in verse have often seemed eccentric or academic; this should not blind us, however, to the considerable achievements of modern verse drama and to the importance of the testimony they bear to an idea of drama often radically different from the prevailing modern conceptions. A genre which has given rise to some of the most interesting work of D’Annunzio and Hofmannsthal, Yeats and Eliot, is surely not a negligible one. In the English context, the verse dramas of the Romantics and the Victorians already constituted a kind of  «revival » part of a conscious effort to bring poetry back to the theatre. For the Romantics there was still a potential audience with some sense that verse was the proper  medium for tragedy. The theatrical inexperience of the poets, however, made them ill-equipped for real dramatic achievement. The efforts of Wordsworth (The Borderers), 1795-6), Coleridge (eg. Remorse, 1813), and Keats (Otho the Great, 1819) remain of only antiquarian interest, judged as works for the theatre, though all have much to tell about their makers, and the Borderers, at least, is a work of considerable poetic substance. Perhaps slightly more praise might be extended to some of Byron’s verse dramas (eg. Manfred, 1817; Marino Faliero, 1820; Sardanapalus, 1821) and Shelley’s Cenci (1818) contains some scenes of considerable power. For most of the English romantics, however, the sha dow of Shakespeare proved oppressive; admiration, or rather reverence, for his example produced in their own work a poetic and theatrical idiom lacking all freshness and contemporaneity. It was in the work of other lands and languages that the example of Shakespeare could work more positively. In Germany, for example, there emerged a rich new tradition of verse drama in the works of Lessing (eg. Nathan Der Weise, 1779), Goethe, Schiller, Werner, Kleist (notably in Penthesilea, 1808, and Der Prinz von  Homburg, 1821) and others. In Italy the early plays of Manzoni (Il Conte di Carmagnola, 1820; Adelchi, 1822) provided en example which only a few poet-dramatists endeavoured to follow, while others -such as Niccolini – were more concerned with an attempt to revive Greek models of tragedy. (In Italy verse drama could often not escape from the shadow of the operatic tradition). In America too, verse drama was being attempted by dramatists such as John Howard Payne (eg. Brutus, 1818), Robert Mongomery Bird (The Gladiator, 1831) and, a work of some quality, George Henry Boker’s Francesca da Rimini (1855). In 1827-8 the English troupe made its famous visit to Paris, performing, amongst other works, all four of Shakespeare’s major tragedies. The impact was enormous. One of those most affected and impressed was the young Victor Hugo. In Hugo’s plays, much influenced by Shakespeare, romanticism found far more effective expression in verse drama than it had ever found in England. In plays such as Hernani (1830), Le roi s’amuse (1832), Ruy Blas (1838) and Les Burgraves (1843), Hugo creates a verse idiom of immense vigour which articulates visions of concentrated and extreme human emotion. At his best Hugo’s discrimination of character, if crude, is also striking. Other succesful versedramas later in the century included Francois Coppà ©e’s Severo Torelli (1883) Les Jacobites (1885) and Pour la couronne (1895), as well as Edmond Rostand’s Cyrano de Bergerac (1897). Certainly it is in the work of French and German poets (in plays by Hebbel, Grillparzer and Grabbe as well as those of the poets mentioned earlier) and in the early verse plays of Ibsen notably Brand (1866) and Peer Gynt (1867) – that something li ke the full potential of verse drama is expressed. In England nothing of similar power exists in the nineteenth century. The  plays of James Sheridan Knowles (1784-1862) – such as William Tell (1825) and The Love Chase (1837) – provided effective roles for the great actor-manager Macready, but have little now to offer. Macready also acted in Lytton’s The Lady of Lyons (1838) and Richelieu (1839), both of which had considerable theatrical success, and are not entirely without enduring merits. Poets such as Tennyson (eg. Queen Mary, 1876; Harold, 1876; Becket, 1879) and Browning (eg. Strafford, 1837; A Blot in the Scutcheon, 1843) also wrote for the theatre but displayed very little sense of the genuinely theatrical (Tennyson assumed that he could leave it to Irving to  «fit »Ã‚  Becket for the stage). Other poets wrote closet dramas never intended for performance – Sir Henry Taylor’s enormous Philip Van Artevelde (1834) is an archetypal example of the genre, a work which, its author readily confessed  «was not intended for the stage » and was  «properly an Historical Romance, cast in dramatic and rythmical form ». Much the same might be said of two later and finer works: Swinburne’s Bothwell (1874) of which Edmund Gosse rightly observes that  «in bulk [it] o ne of the five-act Jidai-Mono or classic plays of eighteenth-century Japan, and it could only be performed, like an oriental drama, on successive nights », and The Dynasts (19038) of Thomas Hardy, the text of which occupies some 600 pages and which is described in its subtitle as  «An Epic-Drama of the War of Napoleon in Three Parts, Nineteen Acts, and One Hundred and Thirty Scenes ». The requirements and possibilities of practical theatre have clearly been left far behind; the divorce of the poet from the performers seems complete. Yet there were others who sought to maintain the relationship between poetry and theatre. The plays of Stephen Phillips, for example (eg. Herod, 1901; Ulysses, 1902; Paolo and Francesca, 1902; The King, 1912) have neither the psychological perception of Swinburne nor the historical insight of Hardy, but they did hold the stage with considerable success. Phillips had plenty of theatrical experience, having been an actor in the theatrical company of his cousin, Frank Benson. Phillips’ verse plays were produced by Beerbohm Tree, and they display a sophisticated command of theatrical effect and a wide-ranging, if almost wholly derivative, verse rhetoric which has, very occasionally, genuinely poetic moments. Elsewhere in the early years of the century there is to be found worthwhile work by a multitude of minor figures. Lawrence Binyon’s Attila (1907) and Ayuli (1923); Gordon Bottomley’s King Lear’s Wife (1915) and Gruach (1923); John Masefield’s Good Friday (1917), Esther (1922) and Tristan and Isolt (1927); John Drinkwater’s Cophetua (1911) and Rebellion (1914); Arthur Symons’ The Death of Agrippina and Cleopatra in Judea (1916); T.Sturge Moore’s Daimonissa (1930) – are all of interest and substance, but none can be said to make an overwhelming case for the genre, and all are, in varying degrees unable to escape from the long shadow of Shakespeare, especially as reinterpreted by the nineteenth-  century. Under fresh influences – French Symbolism and Japanese Noh theatre in particular – verse drama began to explore new possibilities. Gordon Bottomley’s later works – such as Fire at Callart (1939) showed an awareness of the possibilities offered by the model of the Noh. Yeats, of course, had more fully explored such possibilities in works such as At the Hawks’ Well, The Only Jealousy of Emer, The Dreaming of the Bones and Calvary (composed c.1915-20), insofar as they were the means of liberation from the obligations of a naturalistic theatre. Verse, music, ritual and dance were woven into a complementary whole. (Irish successors to yeats include Austin Clarke, whose verse plays have been performed by the Abbey Theatre, the Cambridge festival Theatre and others). In later plays such as The Herne’s Egg (1935) and Purgatory (1938) evolves a personal and convincing idiom (both verbally and theatrically) for verse drama. These are superficially simp le, but metaphysically profound works, both verbally exciting and theatrically striking. Elsewhere in Europe, the work of Gabriele D’Annunzio (eg. La città   morta, 1898; Francesca da Rimini, 1901; La figlia di Iorio, 1904) and Hugo von Hofmannsthal (eg. Jedermann, 1912; Das grosse Salzburger Welttheater, 1922) was bearing eloquent testimony to the continuing potential of the genre. In France Claudel was creating a series of verse plays upon religious and philosophical themes, whose intense lyricism and startling imagery for long went without full appreciation (eg. Partage de midi, 1906; Le pain dur, 1918; Le Soulier de satin, 1928-9). Other French twentieth-century verse-dramas include works by Char, Cà ©saire and Cocteau, but the poetic qualities which characterise much that has been most striking in modern French drama have more generally found expression in prose plays rather than verse plays – as, for example, in the work of Giradoux, Anouilh, Beckett, Ionesco and Vian. In Spain, Lorca mixes verse and prose in his plays. In Britain the 1930’s saw a new generation of poets whose experiments did much to broaden the range – in terms both of form and content – of verse drama. The Dog Beneath the Skin (1936) and The Ascent of F.6 (1937) were collaborations by W.H. Auden and Christopher Isherwood which brought a fresh wit and intellectuality, a new radicalism of social comment and contemporary relevance, to the genre. T.S.Eliot’s plays – notably Murder in the Cathedral  (1935) and The Family Reunion (1939) offered persuasive instances of how verse might, for the dramatist, be the means by which one could  «get at the permanent and universal » rather than the merely ephemeral and naturalistic. Murder in the Cathedral was written for performance in Canterbury Cathedral, while The Family Reunion was composed for the commercial theatre. The  idioms of the two plays are, therefore, necessarily very different; taken together the two offer a promise not wholly fulfilled by Eliot’s later plays, such as The Cocktail Party (1950), The Confidential Clerk (1953) and The Elder Statesman (1958). In these later plays the verse lacks the confidence to be genuinely poetic – the linguistic intensity of the pre-war plays gives way to something far more prosaic. Murder in the Cathedral is, in part, striking for its mixture of verse forms and idioms; the Auden and Isherwood collaborations drew on the techniques of the music hall, the pantomime and the revue. From the 1930’s onwards verse dramas have continued to be composed in Britain (and America), many of them works of considerable distinction. Most have been composed for performance outside the commercial theatre – for churches and cathedrals, for universities or drama schools, or for some theatrical groups devoted to verse drama. In London, for example, the Mercury Theatre in Notting Hill Gate, holding no more than 150, was opened by Ashley Dukes in 1933 and was home to E.Martin Browne’s Pilgrim Players. Browne was central to the revival of verse drama in the middle years of the century. He directed all of Eliot’s plays, including the first performance of Murder in the Cathedral. In the 1940’s he directed, at the Mercury, several important verse plays – both religious (eg. Ronald Duncan’s This Way to the Tomb, 1945; Anne Ridler’s The Shadow Factory, 1945) and comic (eg. Christopher Fry’s A Phoenix too Frequent, 1946; Dona gh MacDonagh’s Happy as Larry, 1947). Browne was also associated with the remarkable religious plays by Charles Williams (eg.Thomas Cranmer of Canterbury, 1936; Seed of Adam, 1937; The House of the Octopus, 1945). Indeed, the variety of the verse drama produced in these years was very considerable. It includes the grave beauty of Williams’ plays and the fantastic gaiety of Happy as Larry, its language informed at every turn by the ballads of Dublin and the idiosyncrasies of  colloquial  «Irish ». In the plays of Christopher Fry there is a substantial body of work characterised, at its best, by both a vivacity (even exuberance) of language and a well-developed theatricality. Plays such as The Lady’s Not for Burning (1948)), Venus Observed (1950), A Sleep of Prisoners (1951) and Curtmantle (1961) display a considerable range. Fry can be funny and moving, dazzling and beautiful. He can also be verbose and sentimental. Immensely successful – critically and commercially – at the beginning of his career, Fry’s reputation has suffered since. His best plays are both intelligent and entertaining, and will surely continue to find admirers. There is much that is rewarding, too, in the work of Ronald Duncan – in Our Lady’s Tumbler (195 0), which has some fine choric writing, or in Don Juan (1953); Stephen Spender’s Trial of a Judge (1938) is an intriguing experiment, with some highly effective moments. Louis MacNeice’s The Dark Tower (1946) is a rich and  mysterious  «radio parable play » in verse. The tradition of verse drama has continued to attract writers, and they have continued to produce interesting plays; such plays have, however, largely been seen (or read) only by specialised audiences. Few have found their way on to the commercial stage. Robert Gittings’ Out of this Wood (1955); Jonathan Griffin’s The Hidden King (1955); John Heath-Stubbs’ Helen in Egypt, (1958); Patric Dickinson’s A Durable Fire (1962) the list might be extended considerably. More recent years have seen the production (or publication) of significant verse plays by, amongst others, Peter Dale (The Cell, 1975; Sephe, 1981), Tony Harrison (eg. The Misanthrope, 1973; Phaedra Britannica, 1975; The Oresteia, 1981; The Trackers of Oxyrhynchus, 1990), Seamus Heaney (The Cure at Troy, 1990) and Francis Warner (eg. Moving Reflections, 1982; Living Creation, 1985; Byzantium, 1990). In America the tradition begun in the nineteenth century and continued by dramatists such as Josephine Preston Peabody (eg. Marlowe, 1901) and William Vaughn Moody (eg. The FireBringer, 1904), has had such later practitioners as Percy Mackaye (The Mystery of Hamlet, 1949), Maxwell Anderson (eg. Elizabeth the Queen, 1930; Winterset, 1935), Richard Eberhart (eg. The Visionary Farms, 1952; The Mad Musician, 1962) and Archibald MacLeish (eg. J.B., 1958; Herakles, 1967). Modern verse-drama has extended the formal possibilities of the genre far beyond the traditions of  blank-verse tragedy. A wide range of verse forms, of free-verse, and of experiments derived from the techniques of revue and music-hall have played their part in the evolution of new and striking theatrical forms. Why have so many writers continued to be attracted to verse drama when, as Peter Dale observes, his chances of seeing his work performed are generally very slight? If, like Ibsen after Peter Gynt, the dramatist’s aim is to write  «the genuine, plain language spoken in real life » (letter of 25 May 1883 quoted above) he will not, presumably, be attracted to verse as a likely medium. If, on the other hand, he feels with Yeats that the post-Ibsen prose of Shaw’s plays was devoid of  «all emotional implication », or if he shares the sentiments expressed by T.S.Eliot in his 1950 lecture on  «Poetry and Drama », it is more than probable that he will feel it necessary to turn to verse: It seems to me that beyond the nameable, classifiable emotions and motives of our conscious life when directed towards action – the part of like which prose drama is wholly adequate to express – there is a fringe of indefinite extent, of feeling which we can only detect, so to speak, out of the corner of the eye and can never completely focus †¦ This peculiar range of sensibility can be expressed by dramatic poetry, at its moments of greatest intensity. At such moments we  touch the border of those feelings which only music can express. We can never emulate music, because to arrive at the condition of music would be the annihilation of poetry, and especially of dramatic poetry. Never the less, I have before my eyes a kind of mirage of the perfection of verse drama, which would be a design of human action and words, such as to present at once the two aspects of dramatic and musical order †¦ To go as far in this direction as possible to go, without losing tha t contact with the ordinary everyday world with which drama must come to terms, seems to me the proper aim of dramatic poetry. Such thoughts enable us to see modern verse drama as much more than that reaction against naturalism as which it has often been depicted. At its best  verse drama is too positive an aspiration for it to be adequately understood merely as a reaction to the dominant idiom of the time. Much of what is best and most attractive in European theatre of the last 40 years might be described as post-naturalist, rather than merely anti-naturalist; verse-drama has made, and should continue to make, important and distinctive contributions to post-naturalism. According to Francis Fergussan, a poetic drama is a drama in which you â€Å"feel† the characters are poetry and were poetry before they began to speak. Thus poetry and drama are inseparable. The playwright has to create a pattern to justify the poetic quality of the play and his poetry performs a double function. First, it is an action itself, so it must do what it says. Secondly, it makes explicit what is really happening. Eliot in his plays has solved the problem regarding language, content  and  versification. In the twentieth century, the inter-war period was an age suited to the poetic drama. There was a revival and some of the poets like W. B. Yeats and T. S. Eliot tried their hands in writing of poetic plays. This was a reaction against prose plays of G. B. Shaw, Galsworthy and others because these plays showed a certain lack of emotional touch with the moral issue of the age. W. B. Yeats did not like this harsh criticism of the liberal idea of the nineteenth century at the hands of dramatists like G. B. Shaw. So he thought the drama of ideas was a failure to grasp the reality of the age. On the other hand, the drama of entertainment (artificial comedy) was becoming dry and uninteresting. It was under these circumstances that the modern playwrights like T. S. Eliot, J.M. Synge, W. B. Yeats, W. H. Auden, Stephen Spendor and so on have made the revival the poetic drama possible. The Choruses. A striking feature of â€Å"Murder in the Cathedral† is Eliot’s use of poetic choruses like the choruses in ancient Greek drama. The producer must decide the method which will project most effectively in the theatre these recurring choral passages, spoken by the Women of Canterbury. There are eight poetic rhapsodies or choruses, comprising approximately one fifth of  the text. The poetry in the choruses invites all the imaginative enrichment which light, music and dance can give it.  The chorus commenced in Greek drama, originally as a group of singers or chanters. Later, a Greek playwright called Thespis introduced an actor on the stage who held a dialogue with the leader of the chorus. Playwrights like Aeschylus and Sophocles added a second and a third actor to interact with the chorus. Finally, the chorus took on the role of participants in the action and interpreters of what is happening on stage. Eliot has based â€Å"Murder in the Cathedral† on the form of classic Greek tragedy. He uses the chorus to enhance the dramatic effect, to take part in the action of the play, and to perform the roles of observer and commentator. His chorus women represent the common people, who lead a life of hard work and struggles,  no matter who rules. It is only their faith in God that gives them the strength to endure. These women are uneducated, country folk, who live close to the earth. As a result, they are in tune with the changing seasons and the moods of nature. At present, they have an intuition of death and evil. They fear that the new year, instead of bringing new hope, will bring greater suffering. The three priests have three different reactions to Becket’s arrival. The first reacts with the fear of a calamity.The second is a little bold and says that there can hardly be any peace between a king who is busy in intrigue and an archbishop who is an equally proud, self-righteous man. The third priest feels that the wheel of time always move ahead, for good or evil. He believes that a wise man, who cannot change the course of the wheel, lets it move at its own pace.